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www.bournemouth.ac.uk
Welcome to
LD@3!
Please mute your microphones when you are not
speaking.
(Your mute button is at the...
www.bournemouth.ac.uk
Moving assessment online:
resources to support staff in an
unexpected distance-learning
scenario.
An...
www.bournemouth.ac.uk 3
Context: Assessment for
learning at BU
• BU has embedded the principles of assessment for
learning...
www.bournemouth.ac.uk 4
How best to support staff implementing
assessment during this significant disruption?
Sally Brown ...
www.bournemouth.ac.uk 5
Please respond in the chat box
• What did you identify as the challenges
and solutions for learnin...
www.bournemouth.ac.uk 6
Moving exam assessment online:
starting with principles
Is an exam a requirement of the profession...
www.bournemouth.ac.uk 7
Principles cont.
Plan around a timetable that includes:
• Letting students know what form the exam...
www.bournemouth.ac.uk 8
Update in the Assessment &
Feedback Toolkit on
Unsupervised exams at home:
Advantages
• Assessment...
www.bournemouth.ac.uk 9
Update in the Assessment &
Feedback Toolkit on
Unsupervised Exams at home:
challenges
• Students n...
www.bournemouth.ac.uk 10
Update in the Assessment &
Feedback Toolkit on Unsupervised
Exams: Student experience
Student exp...
www.bournemouth.ac.uk 11
Please respond in the chat box
• What ideas will you take away from this session?
• Do you have a...
www.bournemouth.ac.uk 12
Assessment & Feedback Toolkit
• Staff intranet version for demonstration
https://staffintranet.bo...
www.bournemouth.ac.uk 13
Resources to explore
Sally Brown’s blog (UK)
https://sally-brown.net
BU Technology Enhanced Learn...
www.bournemouth.ac.uk 14
Do stay in touch…
Anne Quinney aquinney@bournemouth.ac.uk
Debbie Holley dholley@bournemouth.ac.uk...
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'Moving assessment online: resources to support staff in an unexpected distance-learning scenario'.

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Bournemouth University has embedded the principles of assessment for learning (Sambell 2011) in policies and resources to enhance assessment and feedback practices. Far reaching initiatives have included major assessment policy revisions; assessment and feedback workshops; masterclasses with experts; co-creation projects with the Students Union; good practice guides, an online Assessment & Feedback Toolkit, an Open Educational Resource and Blog posts. In this session we will focus on updates to assessments online, specifically exams, as a response to the current requirement for distance learning.

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'Moving assessment online: resources to support staff in an unexpected distance-learning scenario'.

  1. 1. www.bournemouth.ac.uk Welcome to LD@3! Please mute your microphones when you are not speaking. (Your mute button is at the bottom of the meeting screen)
  2. 2. www.bournemouth.ac.uk Moving assessment online: resources to support staff in an unexpected distance-learning scenario. Anne Quinney and Debbie Holley May 2020
  3. 3. www.bournemouth.ac.uk 3 Context: Assessment for learning at BU • BU has embedded the principles of assessment for learning (Sambell 2011) in policies and resources to enhance assessment and feedback practices. • Far reaching initiatives have included major assessment policy revisions; assessment & feedback workshops; masterclasses with experts; co-creation projects with the Students Union; good practice guides, an online Assessment & Feedback Toolkit - Open Educational Resource and Blog posts. • We will focus today on updates to assessments online, specifically exams, as a response to the current requirement for distance learning.
  4. 4. www.bournemouth.ac.uk 4 How best to support staff implementing assessment during this significant disruption? Sally Brown and Kay Sambell shared some very helpful resources when ‘lockdown’ started. https://sally-brown.net (see the post of 2nd April) We realised staff needed concise and BU specific information whilst rapidly adapting to extensive changes to their normal ways of working. A key challenge for staff was moving exams online, if another form of assessment was not possible.
  5. 5. www.bournemouth.ac.uk 5 Please respond in the chat box • What did you identify as the challenges and solutions for learning development in the immediate need to re-design assessments, especially exams?
  6. 6. www.bournemouth.ac.uk 6 Moving exam assessment online: starting with principles Is an exam a requirement of the professional, statutory or regulatory body for your programme. Could you set another form of assessment? “BU promotes alternatives to traditional handwritten exams, by expecting a wider range of time-limited assessment tasks and retaining traditional hand-written exams only where there is a PSRB requirement or other context-driven requirement.” (extract from assessment design policy) Use existing technology that is already familiar to staff and to students. There are suggestions in the TEL Toolkit. https://www.bournemouth.ac.uk/about/our-people/centre-fusion- learning-innovation-excellence/tel-toolkit Design exam tasks that set a fair challenge to students. For example include a requirement to apply the knowledge to a real-life or hypothetical situation.
  7. 7. www.bournemouth.ac.uk 7 Principles cont. Plan around a timetable that includes: • Letting students know what form the exam will take, how they can prepare for it, when it will take place, and how they will submit their exam answer or response. A new Assignment Brief will need to be provided. Video info can be more powerful than only written info. • Providing sample questions or practice materials, to prepare for the possible exam content and to check that students have access to suitable IT equipment off-campus • Fixing a release date and time, when the exam question/problem/test materials are to be communicated to students. • Deciding on a submission date and time which is realistic and feasible • Planning how to advise and support students with questions about any aspect of the exams (e.g. via FAQs and Q&A discussion board in advance; technical helpdesk during)
  8. 8. www.bournemouth.ac.uk 8 Update in the Assessment & Feedback Toolkit on Unsupervised exams at home: Advantages • Assessment is undertaken off-campus, in whatever location students may be distancing, isolating or shielding. • The time period, and the ability to access materials, may allow students to better demonstrate their knowledge and their use of sources. • Higher order cognitive skills (argument, application, comparison, critique etc.) and the use of sources may be more easily assessed than in on-campus traditional exams. • Can be more inclusive and require fewer adjustments for individual students. For instance, take- home assessments can accommodate students who would need additional time in a traditional exam, and students can use their own computer equipment with support software. • When submissions are word-processed and electronically submitted they are more legible than hand-written scripts, and can be marked by two academics simultaneously. With student permission, past answers can be anonymised and shared as exemplars.
  9. 9. www.bournemouth.ac.uk 9 Update in the Assessment & Feedback Toolkit on Unsupervised Exams at home: challenges • Students need to provide their own workspace and computer equipment. • Adequate support should be available (both technical, and for clarification in case of factual errors in questions etc.) for the duration of the take home assessment. • Take-home assessments carry an increased risk of unauthorised collaboration between students.
  10. 10. www.bournemouth.ac.uk 10 Update in the Assessment & Feedback Toolkit on Unsupervised Exams: Student experience Student experience • Students may find a take-home assessment less stressful than a traditional exam (see Weber, McBee and Krebs, 1983) for a range of reasons (familiar location, access to materials, additional and more flexible time). Each assessment task must be accompanied by clear guidance. Reliability, validity, fairness, and inclusivity • Questions should be designed to match with the unit Intended Learning Outcomes and Level Outcomes and checked by colleagues for possible misinterpretation. • Written instructions should be carefully prepared so as to minimise student stress and queries during the assessment period. A Frequently Asked Questions (about the process) or Discussion Board facility prior to the exam could be set up in the VLE
  11. 11. www.bournemouth.ac.uk 11 Please respond in the chat box • What ideas will you take away from this session? • Do you have any tips for implementing assessment online? We are developing case studies of good practice in assessment & feedback for inclusion in the Assessment & Feedback Toolkit; please let us know if you would like to contribute a short case study.
  12. 12. www.bournemouth.ac.uk 12 Assessment & Feedback Toolkit • Staff intranet version for demonstration https://staffintranet.bournemouth.ac.uk/aboutbu/professiona lservices/centreforexcellenceinlearning/assessmentandfeed backtoolkit/ click here • OER Version https://www.cemp.ac.uk/projects/AFT/index.php NB – this version is being updated in line with the staff intranet version but does not yet have all the new resources.
  13. 13. www.bournemouth.ac.uk 13 Resources to explore Sally Brown’s blog (UK) https://sally-brown.net BU Technology Enhanced Learning Toolkit https://www.bournemouth.ac.uk/about/our-people/centre-fusion-learning-innovation- excellence/tel-toolkit BU Assessment & Feedback Toolkit – external link via Debbie’s page. https://www.cemp.ac.uk/projects/AFT/index.php Transforming Assessment (Australia) https://transformingassessment.com Assessment Design Decisions (Australia) www.assessmentdecisions.org
  14. 14. www.bournemouth.ac.uk 14 Do stay in touch… Anne Quinney aquinney@bournemouth.ac.uk Debbie Holley dholley@bournemouth.ac.uk Read and subscribe to our Blog https://microsites.bournemouth.ac.uk/cel/tag/blog/ We are indebted to Professor Dai Hounsell, Visiting Professor, for his expertise, wisdom and generous use of his time in collaborating with us in developing our vision, knowledge and resources. (Images in the slides: copyright Anne Quinney. If you wish to use them please credit me)

Bournemouth University has embedded the principles of assessment for learning (Sambell 2011) in policies and resources to enhance assessment and feedback practices. Far reaching initiatives have included major assessment policy revisions; assessment and feedback workshops; masterclasses with experts; co-creation projects with the Students Union; good practice guides, an online Assessment & Feedback Toolkit, an Open Educational Resource and Blog posts. In this session we will focus on updates to assessments online, specifically exams, as a response to the current requirement for distance learning.

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